(Emotions for Virtual Learning Environments)
Autores/as:
Aballay, Laura Nidia and Aciar, Silvana Vanesa and Collazos, César Alberto
Resumo:
Emotions are present and influence the learning process. One of the current challenges is how to get the emotions experienced by learners. Numerous mechanisms have been developed for this purpose. These mechanisms assess a number of basic emotions provided by the literature. A Virtual Learning Environment (VLE), on the other hand, is composed of several functionalities, in which not all emotions experienced by learners are always involved. This article presents a study conducted with experts in affective technologies and education, with the aim of obtaining the emotions that students may feel when using each of the functionalities of a VLE. The study counted with the participation of experts from several Latin American countries and concluded with a list of emotions associated with the functionalities of the VLE. The results obtained will allow the design of future mechanisms for the evaluation of emotions in VLEs, reducing the generic list used in the literature to only those emotions specific to each VLE component.
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Autores/as:
Fiallos Ordóñez, Angel and García, Katherine Chiluiza and Chehab, Xavier Ochoa
Resumo:
This work describes the design and implementation of a functional assistant system to support instructors in designing or re-designing their courses’ curriculum. The system uses automatically generated ontologies from textbooks that reflect the structure of a specific body of knowledge. Twelve instructors participated in the generation of curricula for a programming fundamentals course using the assistant system. An initial evaluation of this tool suggests that the system successfully helped novel instructors design a new curriculum.
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(Percepción del estudiantado del efecto de la evaluación formativa en su aprendizaje)
Autores/as:
Marqués Andrés, Mercedes and Contelles, José Manuel Badía and Ortí, Gregorio Quintana
Resumo:
In this paper, we analyse students’ perception of their formative assessment in a Databases course. Two forms of feedback are analysed: interactive questionnaires during class time and self-assessment of lab practices. Qualitative data gathered with a survey is used to conduct a grounded theory qualitative study. Our aim is to understand those aspects of formative assessment that contribute to our students’ learning. The results obtained show that students’ perception is positive for both forms of feedback. Responses about what factors of formative assessment contribute to their learning fall into four categories: formative feedback, metacognitive control (reflective learning), relevant learner activity, and social learning. It is also worth mentioning that students’ perception of the formative assessment has not been substantially affected by the COVID-19 impact on the learning environment.
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(Actividades y tecnologías para promover la presencia de las mujeres en STEAM)
Autores/as:
Baizán, Pablo and Plaza, Pedro and Sancristobal, Elio and Carro, German and Blázquez-Merino, Manuel and Menacho, Antonio and Macho, Alejandro and García-Loro, Felix and Castro, Manuel
Resumo:
It is not necessary to change the teaching to the taste of women, or any other group that is currently less represented. This is mainly because the notion of a science for under-represented women or minorities is meaningless and unfounded. What we must be aware of is that there is great potential in diversity. Cultural, social and gender diversity can contribute greatly to the advancement of science, as the interaction of different perspectives and practices are often innovative ways of addressing problems. We must therefore ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. We have worked with educational robotics and STEAM, development of learning environments and technological solutions oriented towards collaborative and inclusive learning. For this purpose, cost-effective solutions are used, which allow an adequate degree of collaboration and encourage participation in a ubiquitous way. Several tools have been identified that, following testing and results, are suitable for use in diverse and inclusive collaborative learning environments. Furthermore, it has been demonstrated that technology is not the only factor that favors diversity and inclusion. To promote diversity and inclusion, the human factor is highly recommended, both from the trainer’s and the learner’s point of view.
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(Pedagogical Diagnosis Following a Proposed Framework for the Implementation of Educational Robotics)
Autores/as:
García Medina, Marcel Simeón and García Caicedo, Jesús Marcey
Resumo:
The incorporation of educational robotics in any institution leads to a series of steps that guarantee its effective implementation, the first step is oriented towards the pedagogical diagnosis in the different actors of the educational process, to identify the problems that arise and thus achieve an adequate intervention. A framework is proposed to develop the pedagogical diagnosis by phases according to the maturity degree of the study programs. In addition, the first phase of this diagnosis is directed to gather information about the teacher that allows establishing guidelines for the new educational programs that include robotics.
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(Manual Escolar em Realidade Aumentada: um Estudo Quase-experimental em Sala de Aula)
Autores/as:
Casteleiro-Pitrez, Joana
Resumo:
Augmented Reality (AR) has evolved considerably over the last ten years, having been implemented in several areas, including education. Multiple AR systems have been developed and tested in the laboratory dissociated from the reality of the classroom and without considering the pedagogical material used by students and teachers. We developed an AR prototype based on a natural sciences sixth-grade textbook. This prototype allows the use of the traditional textbook without changes, admitting the creation of new layers of virtual information. We describe the comparative analysis of using the augmented textbook versus the textbook without AR. This research was developed with a quasi-experimental study with 50 students in an elementary school. The results show that the AR textbook prototype can have a positive impact on the perception of understanding, the perception of innovation, satisfaction, emotional induction, and student learning. These results, also allow us to generate guidelines that could help to design future augmented textbooks.
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(Modelo Híbrido para Cursos de Ingeniería Aplicado durante la Pandemia de Covid19)
Autores/as:
Rodríguez-Paz, Miguel X. and González-Mendivil, Jorge Alberto and Zárate-García, J. Asunción and Zamora-Hernández, Israel and Nolazco-Flores, Juan Arturo
Resumo:
In this paper, a model for teaching Engineering courses during the Covid19 Pandemic is presented. The model is a modified hybrid model that the authors have applied in the past few years in several courses and it was applied to some Structural Mechanics Courses during the contingency and lockdown conditions due to the Covid19 Pandemic. Results show the improvement in student performance during a normal semester and how well the model was received during the emergency conditions. Certain problems faced by the students and faculty members are also shown in the results.
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(Plataforma educativa para desarrollo de proyectos con Internet de las Cosas)
Autores/as:
Rodríguez-Calderón, Rosalino and Belmonte-Izquierdo, Rubén
Resumo:
Internet of things (IoT) is key in the ecosystem called Industry 4.0, where the upcoming engineers will thrive. Therefore, it is important to develop the appropriate skills that current students need in such context. This paper will present an educational platform focused on learning the Internet of things. This platform has the versatility to be used in different courses, in which digital technology or prototypes including IoT are developed. Moreover, the platform allows experiencing different learning spaces in a fast, efficient, and affordable way. The platform is called “IoT Maker Lab” and it has the minimum needed elements that an IoT application requires. Two kind of experimentations were developed with this platform, in the first ones the IoT was transversally added to the course activities. In the second ones, the Internet of things was a fundamental part of prototypes that give a solution to current problems. Analyzing the results from the experiments, it is clear that the “IoT Maker Lab” can be used in many mechatronics engineering courses. It can be used from freshmen to seniors in the undergraduate mechatronics program. It can be implemented in systems that are either simple or complex. Additionally, the platform motivates and provides knowledge to the students.
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(WebAVALIA: Melhoria do Algoritmo de uma Ferramenta eAssessment Baseado num Inquérito ao Utilizador)
Autores/as:
Babo, Rosalina and Fitas, Ricardo and Suhonen, Jarkko and Tukiainen, Markku
Resumo:
There has been an increased use of workgroups during Problem-Based Learning (PBL) activities, which have implied the emergence of self and peer evaluation practices in education. In turn, these practices have highlighted the importance of e-assessment tools where the collection of feedback is regarded. The consideration of the students’ self and peer assessment about a project has influence on their individual mark. Literature states that e-assessment tools need to consider restrictions in the students’ distribution of scores during the self and peer assessment. An emerging technology that has recently started to be applied in the development of software tools is Machine Learning. This technology allows the possibility to implement algorithms that can process the students’ feedback about their marks, increasing the efficiency on the methodology implemented. This paper presents a framework that collects feedback of a survey and translates those results in parameter values that will dynamically change the distribution function of the final individuals’ mark. The advantages and restrictions of different solutions for the framework, based on the literature, are also discussed. Finally, there is the presentation of WEBAVALIA, a free software tool where the framework will be implemented, improving its usability, user experience, flexibility, and efficiency.
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(Identificación de electrodomésticos: Un taller laboratorio integrador y su adaptación al contexto de distanciamiento social)
Autores/as:
Gómez, Alvaro and Massaferro, Pablo and Mariño, Camilo and Irigaray, Ignacio and Fierro, Germán and Cardozo, Andrés and Fernández, Alicia
Resumo:
Theoretical and practical knowledge integration is essential in Electrical Engineering. Throughout the degree, students must tackle specific problems where they can put into practice difficult concepts and test their learning. Taking this into consideration, an integrative workshop is implemented in the third year that seeks to strengthen skills such as: analysis and design of signal conditioning circuits, designing and printing circuits, signal acquisition and processing, pattern recognition and classification, integration of a system. The workshop is based on the topic of load identification which is a challenging problem, suitable for developing multiple electrical engineering concepts and also an interesting subject for the initiation of the students to research. This article shares the 2019 edition experience and its adaptation to non-classroom classes in 2020 in the context of social distancing restrictions due the coronavirus disease. The 2019 didactic proposal and the necessary modifications for 2020 are presented and analyzed. Although losing the fruitful interaction between teachers and students in the lab in 2020, most of the hands-on activities could be maintained helped by the use of USB oscilloscopes/analyzers that give students the functionality of a lab at home. It is concluded that both editions, in spite of their different teaching modalities, achieved good academic results.
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